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ED111f    Metacognition and Academic Success      A consideration of factors that contribute to academic and social success in college, highlighting the interrelationship between academic contexts, including nontraditional interpretations of intelligence and learning styles, and social contexts, including race, gender, and class. Focuses specifically on 1) metacognition, including attention, memory, mindfulness, critical thinking, and motivation, and 2) multiple intelligence theory, which suggests intelligence is multifaceted and cannot be captured by standard intelligence tests. Also explores personal strategies and resources that maximize academic success. Prerequisite:  Permission of the instructor.     Two or three credit hours.    ATKINS
ED197j    Multicultural Literacy      Introduces students to areas of knowledge and life skills necessary to communicate effectively across areas of difference, enabling them to live and work productively in multicultural environments. Provides students with tools for understanding and respecting differences based on race, ethnicity, gender, sexuality, social class, religion, and ability. Provides opportunities for students to become self-aware of their own attitudes toward difference and challenges them in the analysis of theoretical concepts that inform contemporary work on diversity and social justice. Through a variety of innovative exercises, students will improve their abilities for critical thinking, managing conflict, and communication through writing and public speaking. Fulfills both the International and U.S. Diversity requirements, so is an exception to the requirement that students complete two courses for diversity.     Three credit hours.  I, U.    HOWARD, RAAG, SASAKI, TAPPAN
[ED213]    Schools and Society      The complex relationships between schools and society will be examined by reviewing a variety of theoretical perspectives and empirical studies. Topics include social mobility and stratification; social reproduction; the dynamics of race, class, and gender in education; various forms of capital; teaching as a profession; and school choice. Particular attention will be given to the ways that small interactions within educational settings have much larger implications within society. Prerequisite:  Sophomore or higher standing.     Four credit hours.  U.  
ED215s    Children and Adolescents in Schools and Society      Exploration of the lives of contemporary children and adolescents. Goals include: (1) understanding how differences in gender, race, ethnicity, social class, and sexual orientation shape the experience of young people; (2) understanding selected theoretical and empirical work on the experience of children and youth; (3) developing relationships with local young people; and (4) honing key academic and intellectual skills. In addition, students are required to spend a minimum of 25 civic engagement hours working in a local after-school program.     Four credit hours.  S, U.    TAPPAN
ED217f    Boys to Men      Listed as Women's, Gender, and Sexuality Studies 217.     Four credit hours.  S, U.    TAPPAN
ED221j    Creating Media for Social Change      Explores how to create entertaining and educationally effective digital media for youth (pre-school to high school), with an emphasis on socially charged curricular areas such as conflict resolution and cultural tolerance. Through extensive screening of media from around the world, lecture, and discussion, students learn to create their own goal-driven media projects. This will include working in small teams to 1) create a short film as part of a collaboration with an Iraqi youth peace initiative, and 2) develop a multi-media, series treatment that addresses an issue that targets American youth.     Three credit hours.    PIERCE
ED231fs    Teaching for Social Justice      An introduction to the theory and practice of teaching, with a particular focus on teaching for social justice in a diverse society. Goals include: (1) understanding the concept of social justice and the dynamics of power, privilege, and oppression; (2) developing the knowledge, skills, attitudes, and expertise necessary to teach effectively; and (3) honing key academic and intellectual skills. In addition, students are required to spend a minimum of 60 civic engagement hours in a local classroom.     Four credit hours.  S, U.    KUSIAK, TAPPAN
ED235f    Multiculturalism and the Political Project      Introduction to the workings, structures, and consequences of prejudice, privilege, oppression, and inequality in U.S. educational institutions and society. A forum for students to surface, explore, and analyze the cultural and structural factors that have privileged some and marginalized others within schools. Through this examination and analysis, students are provided opportunities to gain a deeper understanding of the struggle to address the various factors that maintain and reinforce injustices in the schooling context and larger society.     Four credit hours.  S, U.    HOWARD
[ED242]    History and Philosophy of Progressive Education      A survey of the historical and philosophical foundations of progressive education. Focuses on the principles of progressive education that have offered an alternative to conventional assumptions about teaching, learning, and schooling for nearly a century. These progressive principles are examined against the backdrop of standardization and mechanization that, more than ever, dominate schools in the United States. Previously offered as Education 298.     Four credit hours.  
ED297j    Economics of Education Reform      Listed as Economics 297C.     Three credit hours.    HYMAN
ED316s    Education, the Environment, and Social Justice      Environmental education programs in U.S. public schools can be understood as projects with two distinct goals: to raise public awareness of local, national, and global environmental realities and to inspire young people to become caring and compassionate citizens who are reflective, committed, and responsible caretakers of the Earth and of each other. Issues of power, privilege, and oppression in mainstream environmental education are juxtaposed with concerns and issues raised by the environmental justice movement. Students will examine educational institutions and schooling in the context of environmental justice. Prerequisite:  A 200-level education course or Environmental Studies 118 and sophomore standing.     Four credit hours.  U.    HOWARD
ED322s    Social Class and Schooling      The significance of class as a critical dimension of inequality in the United States. Various theoretical, empirical, and pedagogical perspectives on social class and schooling provide a basis for analyzing class stratification in education. Unraveling the cultural dynamics of class distinctions to understand the social, economic, and cultural landscapes within which young people come to understand the meaning of their schooling in a shifting global economy.     Four credit hours.  U.    HOWARD
ED332fs    Practicum in Girls' Development and Education      Students serve as facilitators of weekly Girls Coalition Groups in local middle schools using a curriculum developed by Hardy Girls Healthy Women. Students undergo training and meet weekly with the faculty supervisor; they develop leadership and group process skills and learn how to apply insights from theory and research to promote girls' development, resilience, and empowerment. Note: Priority to students who will participate during both fall and spring semesters. (Course may be repeated once.) Nongraded.     Two credit hours.    BROWN
[ED337]    Childhood in Society      Listed as Sociology 337.     Four credit hours.  
ED351fs    Practicum in Education      Provides opportunities to serve as assistant teachers, tutor students, work with students individually, observe professional teachers, and prepare and present lesson plans to whole classes in an elementary, middle, or high school. Placement in the Waterville area will be arranged by the professor; students will be responsible for arranging placements in other areas. Prerequisite:  Permission of the instructor.     One to three credit hours.    TAPPAN
ED351Jj    Practicum in Education      Provides opportunities to serve as assistant teachers, tutor students, work with students individually, observe professional teachers, and prepare and present lesson plans to whole classes in an elementary, middle, or high school. Placement in the Waterville area will be arranged by the professor; students will be responsible for arranging placements in other areas. Prerequisite:  Permission of the instructor and at least one course in Education.     Three credit hours.    LINVILLE
ED355s    Social Justice Practicum      Students serve as assistant teachers in elementary, middle, or high schools serving under-resourced communities (including schools that are affiliated with Teach for America, KIPP, and similar programs). Students tutor, work with small groups, and prepare and present lessons to the whole class. Nongraded. Prerequisite:  Permission of the instructor and at least one course in Education.     One to three credit hours.    TAPPAN
[ED355J]    Social Justice Practicum      Students serve as assistant teachers in elementary, middle, or high schools serving under-resourced communities (including schools that are affiliated with Teach for America, KIPP, and similar programs). Students tutor, work with small groups, and prepare and present lessons to the whole class. Nongraded. Prerequisite:  Permission of the instructor and at least one course in Education.     Three credit hours.  
ED374s    Teaching Students with Special Needs in Regular Classrooms      Approximately 10 to 15 percent of students in U.S. public schools qualify for special education services; many receive most, if not all, instruction in regular class settings. A consideration of skills and attitudes necessary for teaching students with special needs in regular settings, and an examination of the roles and responsibilities regular educators have for teaching students who qualify for special education. Additional exploration of psychological, philosophical, historical, and legal foundations of special education. Students also are required to spend a minimum of 20 hours during the semester working in a practicum setting with a special needs teacher. Prerequisite:  Education 231.     Four credit hours.    KUSIAK
ED397f    Girls Making Change: Girlhood, Activism, and Popular Culture      Listed as Women's, Gender, and Sexuality Studies 397.     Four credit hours.  U.    BROWN
ED431f    Senior Seminar in Curriculum and Methods      A consideration of various teaching and assessment methods as well as curriculum design for secondary education classrooms. Students develop knowledge and skills to round out their goal of meeting Maine's Standards for Initial Certification of Teachers. Students explore the meaning of teaching for social justice and apply themes of teaching for social justice to actual classroom experiences. Students write reflections on their teaching experiences, write and present lesson plans, read teacher narratives and research on teaching, create assessment protocols, develop a coherent unit of study using a backward design model, and conduct and present a research paper on recommended practices for teaching in their discipline. Prerequisite:  Senior standing as a professional certification minor. Must be completed concurrently with Education 433.     Four credit hours.    KUSIAK
ED433f    Student Teaching Practicum      Students serve as student teachers in a local secondary school, working under the supervision of a cooperating teacher. Use of lesson plans, assessments, and unit plans developed in Education 431. Students manage classrooms and complete administrative tasks associated with secondary teaching. Education Program faculty members make observations in the classroom and note ways in which the student teachers are progressing toward meeting Maine's Standards for Initial Certification of Teachers as well as the ways in which they are applying the framework of teaching for social justice. Nongraded. Prerequisite:  Senior standing as a professional certification minor. Must be completed concurrently with Education 431.     Four credit hours.    KUSIAK
ED437fj    Student Teaching Practicum      Students serve full-time as student teachers in a local secondary school, working under the supervision of a cooperating teacher and making use of lesson plans, assessments, and unit plans developed in Education 431. Students manage classrooms and complete administrative tasks associated with secondary teaching. Faculty members observe students in the classroom and note their progress toward meeting Maine's Standards for Initial Certification of Teachers and applying the framework of teaching for social justice. Faculty members meet weekly with students to discuss practical aspects of acquiring teacher licensure as well as topics selected jointly by the students and faculty member. Nongraded. Prerequisite:  Education 433.     Three credit hours.    KUSIAK
ED491f, 492s    Independent Study      Independent study of advanced topics and areas of individual interest. Prerequisite:  Permission of the instructor.     One to four credit hours.    FACULTY
ED493f    Senior Seminar in Education and Human Development      A critical examination of selected topics and issues in the contemporary study of education and human development. The focus will vary from year to year but will typically entail in-depth consideration of the psychological, philosophical, social, cultural, and/or historical dimensions of education and human development. Open only to senior minors in education or human development.     Four credit hours.  U.    HOWARD